Newick Church of England Primary School

About Newick Church of England Primary School Browse Features

Newick Church of England Primary School


Name Newick Church of England Primary School
Website http://www.newickschool.co.uk
Inspections
Ofsted Inspections
Address 63 Allington Road, Newick, Lewes, BN8 4NB
Phone Number 01825723377
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 210 (51.4% boys 48.6% girls)
Number of Pupils per Teacher 18.7
Local Authority East Sussex
Percentage Free School Meals 8.1%
Percentage English is Not First Language 2.4%
Persistent Absence 4.2%
Pupils with SEN Support 11.0%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about the school

Newick is a one-form entry, average size school in a rural location with spacious outdoor areas. Most pupils are local to the school, living in the village.

The vast majority of pupils have White British heritage. The proportion of pupils eligible for free school meals is below the national average. The number of pupils with special educational needs and/or disabilities is broadly average.

These needs include behavioural, emotional and social difficulties. Although the number of pupils leaving or joining the school other than at the normal time is low, a few go to private sector schools in Years 4 and 5 as they gain academic scholarships. Children in the Early Years Foundation Stage are taught in a Reception class.

The school runs a breakfast club which was included within the remit of this inspection. There is also an after-school club on the site, which is not managed by the governing body and, therefore, was not part of this inspection. The school has links with a French school as the village is twinned with a French village.

The school’s awards include Artsmark Gold, Activemark and Silver Eco Award.

Main findings

Newick is an outstanding school. This success is due in particular to highly effective management and the outstanding quality of pastoral care.

The headteacher, senior staff and governors know the school’s strengths and what needs to be refined further very well. Their rigorous monitoring and clear self-evaluation, and a track record of employing initiatives to enthuse pupils and treat them all as individuals, have also contributed to pupils’ excellent progress. These factors, and the many developments since the last inspection, illustrate the school’s excellent capacity for continuing its improvement.

One parent, reflecting the very positive views expressed by the vast majority of parents and carers, wrote, ’Mrs T is an excellent headteacher and readily approachable. The extra-curricular opportunities are vast and much appreciated. Overall an excellent school - thank you.

’ Pupils enter the school with skills and understanding that vary but effective organisation and careful assessments enable children to make excellent progress immediately in the Early Years Foundation Stage. This start is built upon extremely well so that, by the time they leave the school, pupils’ attainment is consistently well above average, and often high. The school’s unvalidated results in national tests in 2011 were high, and in line with the school’s records and expectations.

As the leaders had identified, the standards reached in mathematics were below those in other subjects last year. The carefully planned changes and systems they put in place have already closed this small difference. The more-able pupils are enabled to achieve exceptionally high standards.

By ensuring an excellent quality of help from very well-qualified teaching assistants wherever it is needed, pupils with special educational needs and/or disabilities achieve similarly well. Pupils enter the school with skills and understanding that vary but effective organisation and careful assessments enable children to make excellent progress immediately in the Early Years Foundation Stage. This start is built upon extremely well so that, by the time they leave the school, pupils’ attainment is consistently well above average, and often high.

The school’s unvalidated results in national tests in 2011 were high, and in line with the school’s records and expectations. As the leaders had identified, the standards reached in mathematics were below those in other subjects last year. The carefully planned changes and systems they put in place have already closed this small difference.

The more-able pupils are enabled to achieve exceptionally high standards. By ensuring an excellent quality of help from very well-qualified teaching assistants wherever it is needed, pupils with special educational needs and/or disabilities achieve similarly well. Safeguarding procedures are excellent and pupils’ safety and well-being are paramount at all times.

All staff work hard to create attractive classrooms with imaginative displays, and therefore provide a very positive learning environment. A huge range of additional activities, visits and visitors enhances the outstanding curriculum. Although there are minor variations, the overall quality of teaching is outstanding.

Lessons are planned to make sure that all pupils enjoy learning. Planning is thorough and based on the use of careful assessments. Over the last year, three new teachers have settled into the school extremely well.

The school has identified the need to share the outstanding practice of all of the teachers in order to raise the overall quality consistently to that of the best. Newick is truly a school of its community. The contribution of the Newick School Association is greatly appreciated by all involved.

There are very rewarding partnerships with many organisations in the local area, and with other schools and businesses. The excellent quality of these many links is testament to the school’s outward approach to learning and community cohesion. As a result, pupils’ awareness of, and preparation for, living and working in a culturally diverse Britain are being developed extremely well.